Policy Dialogue: Black Teachers of the Past, Present, and Future
Saved in:
| Title: | Policy Dialogue: Black Teachers of the Past, Present, and Future |
|---|---|
| Language: | English |
| Authors: | Ladson-Billings, Gloria, Anderson, James D. |
| Source: | History of Education Quarterly. Feb 2021 61(1):90-102. |
| Availability: | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | African American Teachers, Teacher Shortage, Futures (of Society), Educational Trends, Educational History, African American Education, Educational Policy, Teacher Student Relationship, African American Students, School Desegregation, Desegregation Effects, Teacher Education, Teacher Role, Research Needs, Educational Research |
| DOI: | 10.1017/heq.2020.68 |
| ISSN: | 0018-2680 |
| Abstract: | In the second half of the twentieth century, the ranks of Black teachers and school administrators declined precipitously. Today, less than 7 percent of American teachers are Black. This loss has had a number of consequences for schools and communities, but perhaps especially for Black students. As recent research has found, Black students benefit socially and academically from having a Black teacher, are less likely to be suspended or expelled, and are more likely to enroll in college. For this inaugural policy dialogue, the HEQ editors asked Gloria Ladson-Billings and James D. Anderson to reflect on the past, present, and future of the Black teacher corps. Their wide-ranging exchange explores the various roles of educators, the legacy of segregation, the role of policy, and the Black experience. They close with a provocative list of research questions for emerging and established scholars to consider. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1285094 |
| Database: | ERIC |
| Abstract: | In the second half of the twentieth century, the ranks of Black teachers and school administrators declined precipitously. Today, less than 7 percent of American teachers are Black. This loss has had a number of consequences for schools and communities, but perhaps especially for Black students. As recent research has found, Black students benefit socially and academically from having a Black teacher, are less likely to be suspended or expelled, and are more likely to enroll in college. For this inaugural policy dialogue, the HEQ editors asked Gloria Ladson-Billings and James D. Anderson to reflect on the past, present, and future of the Black teacher corps. Their wide-ranging exchange explores the various roles of educators, the legacy of segregation, the role of policy, and the Black experience. They close with a provocative list of research questions for emerging and established scholars to consider. |
|---|---|
| ISSN: | 0018-2680 |
| DOI: | 10.1017/heq.2020.68 |
